understanding evaas teacher effectiveness reporting washington county public schools april 25, 2013
TRANSCRIPT
Understanding EVAASTeacher Effectiveness Reporting
Washington County Public Schools April 25, 2013
Region 1 Wikispace: http://bit.ly/11GKOHp
http://www.ncpublicschools.org/effectiveness-model/evaas/
Activity: Self-AssessmentHuman Likert Scale (0-lowest- 5 highest)
Take a moment to assess yourself and your school:
• On a scale of 0-5, what level of understanding do you have of EVAAS reports usage to improve your school’s effectiveness? What evidence can you provide? Base your response on what you currently know about EVAAS.
• On a scale of 0-5, what has your school done to ensure that all educators are on the same page in their ability to use and make instructional decisions through EVAAS? Base your response of what you currently know about EVAAS.
Your Leadership
Understanding the Numbers
Data Driven Leadership
Today’s educational leaders face an environment that requires real-time decisions and accurate, reliable and timely data. As a
result of this, educational leaders face a growing need to gather, analyze and monitor more date than ever before in their oversight
of schools. (Mills, 2004)
Teacher and Administrative Effectiveness: The Changes
• Change in evaluation instruments• Change in curriculums• Change in tests and test formats• Addition of the Sixth and Eighth
Standard to evaluations• Teacher Effectiveness Reports• NC Evaluation Dashboard
• Teacher Composites• School Composites
• Common Exams/MSL• Linkage/Roster Verification• Principal Evaluation Dashboard
Apprehension & Anxiety
“Nothing diminishes anxiety faster than action.”
-Walter Anderson
A leader’s role is to raise people’s aspirations for what they can become and to release their energies so they will try to get there.”
— David R. Gergen
“A year from now you will wish you had started today.”
-Karen Lamb
What is EVAAS?
So What Does It Do?
Connecting the EVAAS Dots
Value AddedSchool
Composite
Individual
Teacher
Reports
Teacher
Evaluation
Dashboard
What is EVAAS?
How can EVAAS Help our District?
•Value Added•Diagnostic•Performance Diagnostic
•School Academic Preparedness Report•Custom Student Report•Student Pattern Reports
•Student Search•Academic At-Risk Report
Value Added Reports
Underlying Philosophy• All students deserve opportunities to make appropriate academic
progress every year.• There is no “one size fits all” way of educating students who
enter a class at different levels of academic achievement.• Adjustments to instruction should be based on the academic
attainment of students, not on socio-economic factors.• Given reliable information on past effectiveness, educators
can make appropriate adjustments to improve student opportunities.
• "What teachers know and can do is the most important influence on what students learn." (National Commission on Teaching and America's Future, 1996)
• One of the most important things educators can know is who they are effective with and who they are not.
Growth Standard Value Added Report
Normal Curve Equivalent Units (NCEs)
NCEs and Growth
30 40 50 60 70
5th Grade:NCE 37
6th Grade:NCE 37
The State Growth Standard is 0.0. It is achieved when students do not lose ground from year to year, relative to other students, across the state,
who take the same test. It signifies one year’s growth.
NCE 37 ― NCE 37 = 0 = State Growth Standard
30 40 50 60 70
Value Added
Why Should You Care?
Beginning with the 2013 report, it becomes part of a teacher’s evaluation. Standard 6 – Teachers contribute to the academic
success of their students. (Measurable Progress) Standard 4 – Teachers facilitate learning for their students
» Teachers plan instruction appropriate for their students» Use data for short and long range planning
Standard 5 – Teachers reflect on their practice.» Teacher analyze student learning.
But this report is not just an evaluation component. It is also a powerful tool for improving teacher effectiveness. So why else should you
care?
Value Added Activity: Explain and Explore Using handout #2 or handout #3:• Discuss and explain the value added report
provided to you. • List as much information as you can glean
from this report . • Write down questions as you come across
them. • Be prepared to share your analysis.
Let’s Practice Online
http://ncdpi.sas.com
UnderstandingReports
You will have until the music stops to search and explore the Teacher Value
Added Reports.
School CompositeReports
Evaluation Composite
Index: Teacher Estimate Divided by Standard Error
Courses included in calculation
Statewide distribution of teacher status.
School Level Composite2011-2012 Composite Estimates
School Composites
What is Included in a School Composite?
What is Included in a School Composite?
What is Included in a School Composite?
School Composites
Teacher Effectiveness Reports
Effectiveness Categories
0.0
Index is equal to or greater than a -2 but less than +2
Index is 2 or higher
Index is less than -2
State Growth Standard/State Average = 0.0
•Standard Error = a measure of uncertainty
• Usually, the more data you have, the smaller the standard error.
• Index = Teacher Estimate divided by its Standard Error
EVAAS Teacher Value Added Report
Rules of Effectiveness Level Determination
Exceeds Expected Growth: Teachers whose students are making substantially more progress than the state average (the teacher's index is 2 or greater).
Meets Expected Growth: Teachers whose students are making the same amount of progress as the state average (the teacher's index is equal to or greater than -2 but less than 2).
Does Not Meet Expected Growth: Teachers whose students are making substantially less progress than the state average (the teacher's index is less than -2).
EVAASTeacher Value Added Report
Supplemental Information Table
EVAASTeacher Diagnostic Report
EVAAS Teacher Diagnostic Report
EVAAS Student Report
Teacher Composites EOG or EOC
Teacher Composites EOG and EOC
Activity: Take a Moment to Talk
1. At your table, talk about how Teacher Effectiveness Reports can contribute to Professional Growth.
2. How have you, as a school leader, worked to promote use of the reports for professional growth and dialogue?
North CarolinaEvaluation Dashboard
IMPORTANT MESSAGE BEFORE WE BEGIN
The 2012 sixth standard rating is not part of the three years of data used as part of a teacher's overall
effectiveness status. The rating for 2011 – 2012 is provided to illustrate how the sixth standard rating is incorporated into the NC Educator Evaluation System.
Where do Teachers find theirEvaluation Dashboard?
Where does the Principal find the Evaluation Dashboard?
Authentication
Sample Reports
The Top Section of Every Report
Section 2: Summative Evaluation Ratings at the school level for Standards 1 - 5
Section 3: The Sixth Standard Rating
The Individual Teacher Growth Measure is the Index Value fromthe Teacher Evaluation Composite Report. This measure counts70% for a teacher who has a value added report of their own.Teachers without their own value added report do not haveIndividual Growth Measures.
The Individual Teacher Growth Measure is the Index Value fromthe Teacher Evaluation Composite Report. This measure counts70% for a teacher who has a value added report of their own.Teachers without their own value added report do not haveIndividual Growth Measures.
Teacher Value AddedEvaluation Composite
Section 3: The Sixth Standard Rating
The School-wide Growth Measure is the Index Value fromthe School Evaluation Composite Report. This measure counts as 30% of the Standard 6 Growth Measure for a teacher who hasa value added report of their own and 100% for those who do not.
The School-wide Growth Measure is the Index Value fromthe School Evaluation Composite Report. This measure counts as 30% of the Standard 6 Growth Measure for a teacher who hasa value added report of their own and 100% for those who do not.
School Level Composite2011-2012 Composite Estimates
Sixth Standard Components
Remember the Index Scale
Does Not Meet Expected Growth
Meets Expected GrowthExceeds Expected Growth
-2 2
Exceeds Expected Growth: Schools whose students are making substantially more progress than the state growth standard/state average (the school's index is 2 or greater).
Meets Expected Growth: Schools whose students are making the same amount of progress as the state growth standard/state average (the school's index is equal to or greater than -2 but less than 2).
Does Not Meet Expected Growth: Schools whose students are making substantially less progress than the state growth standard/state average (the school's index is less than -2).
Carousel Brainstorming
• When you hear the music
• You and your partner will move to each piece of chart paper and list what should be done for each of the scenarios.
• List any new ideas and place a check mark next to ideas with which you agree.
Variations in Reports
Teacher with an
Individual Value Added Report
Teachers without an
Individual VA Report
Teacher Without an
Individual VA Report and
Eval Ratings for Standards 1, 4, & 6
Other Special SituationsBase School
K-3 Feeder Schools & Alternative Schools
A teacher with no ratings.
As a table, utilize the handout as assigned•Determine what the Dashboard reports have in common•Discuss how to talk with a teacher about this report
What are the important points to bring up in conversation with the teacher?What are the difficult topics to discuss with the teacher?How will you bring leadership skills into play for this discussion?How does this impact current and future practice?How would you use other EVAAS reports to improve you school’s effectiveness if you don’t like what you see in the Evaluation Dashboard?
•What did your table “CHAT” about?
Activity: Compare, Comprehend, and Share
A Few Strategies for Helping Teachers to Improve
Value-Added Results Reveal the Effectiveness of C&I
Factors That Influence Instructional Effectiveness
UnderstandingReports
You will have until the music stops to search and explore the Teacher Value Added and Diagnostic Reports.
Use the Handout to guide your search.
SAS EVAAS Questions?
http://ncdpi.sas.com
Reflective Questions
• How do you plan to conduct conversations with your teachers about the Teacher Evaluation Dashboard?
• How have the collegial conversations today impacted your view of how the information in EVAAS can help to develop support systems to strengthen evaluation and teaching?
• What commitment will you make, individually and collectively, as a result of your learning?